A Comparative Study On The Content Of "Inequality" In Mathematics Compulsory Teaching Material In Senior High School

In the new round of high school curriculum reform,major changes have taken place in the mathematics curriculum.Inequalities,as an important part of middle school mathematics,have undergone corresponding changes in their curriculum content and teaching materials.In-depth study of these changes will help to better implement high school Mathematics curriculum,and it is of great significance to promote the compilation of textbooks and curriculum reform.In order to better grasp the content of the inequality in the compulsory textbooks,this study selected three versions of textbooks from different periods published by People education publishing house(PEP),which are the outline version,the old curriculum standard A edition and the new curriculum standard A edition,and two versions of the textbooks published by Beijing Normal University Press(BNUP)and Hunan Education Press(HEP).This study carried out longitudinal and horizontal comparative research on the content of the inequality.The research conclusions are as follows:From the perspective of vertical comparison,the compilation of the inequality content in the three versions of the textbooks in different periods reflects the curriculum concepts of different periods.In terms of curriculum goals,the outline textbooks pay more attention to students' basic knowledge and basic skills.The old and new curriculum standard textbooks emphasize the students' knowledge and skills,while emphasizing the cultivation and development of students' personality and comprehensive quality.In the structure of the textbooks,the outline textbooks have a more complicated structure,and the new curriculum standard textbook is more scientific and reasonable.In the writing style,the overall design of the new and old textbooks is more consistent,the layout of the old textbooks is more monotonous,and the layout of the new curriculum standard textbooks is more exquisite.In terms of the difficulty of the course,the decrease of course time makes the difficulty of the new course standard textbook has been slightly increased.From the perspective of horizontal comparison,the compilation of inequality content in the three textbooks of the new curriculum standard has its own characteristics,which reflects the diversity of textbooks.In terms of structural design,the structure of the BNUP version and the HEP version is more detailed,and the structure of the PEP version is roughly.In terms of column design,although the columns of the three versions have different styles,they all follow the logical relationship of the disciplines,and accords with the psychological characteristics and rules of the middle school students' learning.In the way of presentation,each version of the textbook pays more attention to the connection with real-life situations,and follows the basic curriculum concepts.In terms of the comprehensive difficulty of the exercises,the three versions are closer to each other in terms of the five difficulty factor indicators,with relatively high index in mathematical cognition and operation,and low index in background and knowledge synthesis.By comparing the contents of inequality in different versions of high school mathematics textbooks,the following suggestions are given for the compilation of textbooks and the implementation of the curriculum.Suggestions for the general preparation of different versions of textbooks: increasing the diversity of the background of exercises;integrating mathematical culture organically;strengthening the integration with information technology.The teaching materials of the HEP version can increase the course time of inequality appropriately and update the materials in time.The teaching materials of the BNUP version should pay attention to the details and leave more room for students to think.The teaching materials of the HEP version can be added with textbook columns.In the course of curriculum implementation,teachers should pay attention to the following points: attaching importance to the process of knowledge generation and revealing the nature of mathematical knowledge;emphasizing the connection of knowledge to build the knowledge structure of students;creating problem situations reasonably and designing problems carefully;giving play to the function of characteristic columns to improve Students' interest;strengthening the application of information technology,and integrating mathematical culture organically.